关于中职专业课程体系建设的研究

课程体系建设是中职专业设置与课程体系建设的核心内容,专业课课程体系建设是课程改革的重点和突破口。笔者结合学校国家示范校建设的实践,通过对中职专业课程体系建设的研究和思考,提出了中职专业课程体系建设的指导思想、课程体系的具体内涵及实施方法和步骤。     

以行动导向构建高职动漫专业教学体系的研究实践

阐述动漫专业的行业背景及现状,探索高职动漫教育良性发展道路,引用动漫教育行动导向教学体系,在分析校企合作模式课程体系的基础上,对本校动漫设计与制作专业课程体系建设进行了研究。     

体育教育专业课程体系与基础体育教育改革互动式发展研究

体育教育专业课程体系是培养基础体育教育教师的重要来源。体育教育专业课程内容的设置是否科学合理将会直接影响到基础体育教育质量以及基础体育教育改革的成效。因此,体育教育专业课程体系要将基础体育教育需要具备的专业知识、专业技能与综合素质与体育教育专业内容相匹配,才能够真正培养出能够推动基础体育教育改革的综合人才。体育教育专业课程体系与基础体育教育改革互动式发展可以从综合化体育教育专业课程体系以及优化体育教育专业课程设置两个方面入手。现文章主要针对体育教育专业课程体系与基础体育教育改革互动式发展进行研究。     

技工教育文秘专业课程体系改革研究

技工教育文秘专业的根本任务是培养优秀的文秘人才,而文秘专业课程对文秘人才的培养起着重要的指导作用。现阶段,技工教育文秘专业课程设置存在很多问题与不足。为了应对这些问题,培养优秀的文秘专业人才,对文秘专业课程体系进行改革势在必行。笔者就如何推动技工教育文秘专业课程体系改革做了深入研究在此与同行交流。     

构建数控专业的一体化课程体系

本文结合笔者所在学院数控专业课程体系的实际情况,分析了目前数控专业课程体系存在的问题,针对现状提出了对课程体系构建的改进思路,并论述了理论实践一体化教学的具体实施方法。     

高职应用韩语专业课程体系现状与优化改革思考

专业课程体系作为实现该专业人才培养目标的重要途径,我们应在遵循课程设置原则的基础上,正视现行课程体系中存在的问题和不足,以社会和市场岗位能力需求为导向,不断对其进行改革和优化,构建更加科学、合理的课程体系,以促进人才培养质量的提高。     

国际商务专业“2+1”模块化课程设置的设想

许多中职学校国际商务专业的课程设置仍是以学科为课程设置的主线,沿用传统的"三段论式"的人才培养模式,培养出来的学生社会实践性适应性不强,影响了中职学校国际贸易人才培养目标的实现。文章在分析了传统课程设置弊端的基础上,从课程体系的改革目标与方向出发,提出了改革中职国际商务专业课程体系、采用"2+1"课程设置的设想。     

学前教育专业课程应对园本课程建设的几点思考

在学前教育回归生活化的教育形势下,园本课程的建设显得尤为重要,而高师分院必须在课程体系的设置上及时做出相应调整,才能使培养出的学前教育专业师资在走上工作岗位后满足市场需求,本文就学前教育专业课程体系设置中如何应对区域人文资源、户外活动、安全保健等园本课程建设的调整提出几点思考。     

焊接技术及自动化专业工学结合课程体系建设

高职教育以培养高端技能型人才为培养目标,工学结合课程体系将职业岗位所需的关键能力融入专业课程体系,增强毕业生就业竞争力,对实现高职教育人才培养目标具有重要的意义。     

体育院校休闲体育专业课程设置探讨

本研究对体育院校休闲体育专业课程设置的现状进行分析,重在研究课程体系、专业方向等方面与社会体育专业的差异,从中找到关联的因素。从而对休闲体育专业的培养目标、专业课程设置、专业方向设计进行科学合理规划,旨在提升专业水平及休闲体育专业人才培养的质量。     

高职化工类专业技术技能型人才培养方案的构建

结合陕西国防工业职业技术学院化工类专业人才培养方案的构建,对高职院校化工类专业人才培养方案构建的指导思想、制定原则、基本框架、课程体系开发、教学模式流程、人才培养质量评价体系等内容进行了具体阐述。     

基于职业资格标准的课程开发与建设

探讨了基于国家行业职业资格标准的高职课程建设中关于课程标准、教学内容、实践技能、考核评价体系以及教学团队等主要方面的建设思路。并以江苏城市职业学院应用电子技术专业的技术应用课程——电子产品调试与检验为例,阐述了该课程基于国家行业职业资格标准开发与建设的具体情况。     

英国高校创业教育的发展历程与反思

英国是创业教育先行并较为成功的国家之一。英国的创业教育发端于工业革命与商业文化的兴起,得力于政策推动与基金扶持,成功于创业课程设置以及差异化的专业化创业人才培养模式的构建,具有鲜明的民族特征与时代特色。分析和研究英国创业教育的发展历程和教育现状,对于包括我国在内的大学生创业教育的持续发展,有着广泛的借鉴意义。     

The building of the transcultural capacities of preservice teachers to support their employability in a globalised world: a pilot study

ABSTRACT

This paper explores the findings of a pilot project that investigated the impact of the International Professional Experience (IPE) programme within a Faculty of Education at a research intensive Australian University in developing the capacity of preservice teachers (PSTs) to work and teach amidst culturally diverse environments. The pilot was a precursor to a project investigating the impact of IPE on PSTs’ cultural capacity across a range of IPE locations. The importance of teachers acquiring transcultural capacity has become more acute in recent years. Educational globalisation has influenced Australian educators and schools to see working and learning in countries outside Australia as opportunities that support readiness for a professional career. Australian graduate teachers are now required to possess and demonstrate the skills and capacities to relate to, engage with and teach students from diverse cultures. Migration has altered Australian demographics to the point that cultural understandings are now mandated in the national curriculum. The pilot study findings suggest that the IPE experience has a significant impact on the development of transcultural capacity amongst PSTs especially those who have not had opportunities for, engagement with cultural modes outside their place of origin.     

Experiential Exercises for the Development of Computer Literacy Among Social Work Undergraduates

Summary

This paper describes exercises and assignments used to promote computer literacy among social work undergraduates. These exercises were used as course assignments in an elective course for seniors, “Information Technology and Human Services.” Exercises met four criteria: (1) they assume no previous computer experience or knowledge, (2) they are directly related to human services practice, (3) they promote mutual support, (4) they are experiential. Exercises include use of word processing, database, spreadsheet, electronic mail, privacy invasion, shopping for a computer system, and impact of information technology on the larger society.

The potential placement of computer literacy exercises in the social work curriculum is discussed. It is suggested that a single experiential course best meets the need for promoting computer literacy among social work students.     

基于工作过程的《作物种子生产技术》课程建设探索

课程建设与改革是提高教学质量的核心,也是教学改革的重点和难点,基于工作过程的课程开发是我国目前职业教育课程改革的方向。文章通过对高职《作物种子生产技术》的课程开发,构建了以职业能力培养为主线、工作过程为导向、岗位需求为目标的教学体系。     

Curriculum Mapping in a Social Work Program With the 2015 Educational Policy and Accreditation Standards

In a curriculum mapping project, the mapping process of an MSW program is documented and linked with the Council on Social Works Education’s 2015 Educational Policy and Accreditation Standards competencies. It starts with the background of creating a mapping process for sequencing and integrating a series of assessment tasks with mapping exercises. An example focusing on this program’s clinical specialization is provided. Curriculum mapping is defined as a step-by-step process of visualizing and evaluating teaching content for curriculum studies, from generalist to specialization. This process explains how to map and improve social work curricula with component analyses and provides suggestions for planning future mapping visualization exercises prior to reaffirmation studies.     

Internationalising the Curriculum for Vocational Education: problems and possibilities

This paper deals with the discrepancy between the stated national curricular goals for vocational education in Norway regarding the teaching of “International co‐responsibility” values to students, and the failed strategy for implementation throughout the curriculum. The paper investigates possible reasons for the existence of negative attitudes towards immigrants and development aid among vocational students, male students in particular. It also describes some of the historical and sociological background of the vocational curriculum that pertains to these issues. The paper suggests there is an urgent need to support curriculum development in such a way that “International co‐responsibility” can be realised within a vocational learning context, and puts forward some ideas in this direction.     

论高职商务英语专业人才培养方案的制定

本文从行业岗位需求分析、人才培养目标定位、课程体系构建、人才培养模式构建以及人才培养方案实施保障等方面,探讨了高职商务英语专业人才培养方案的制定过程。     

Social Justice and the Capabilities Approach: Seeking a Global Blueprint for the EPAS

The concept of social justice shapes several of the competencies and practice behaviors of the Council of Social Work Education’s Educational Policy and Accreditation Standards (EPAS). Furthermore, a global perspective guides the social work profession and influences its educational programs. A number of social work scholars have adopted the capabilities approach, as defined by economist Amartya Sen and political scientist Martha Nussbaum, as a globally relevant social justice framework. This article builds on this scholarship, suggesting that the capabilities approach provides a blueprint to rethink and conceptualize the EPAS social justice pedagogy in the global context. Teaching illustrations integrating the capabilities approach in an EPAS curriculum are offered.